Estrategias pedagógicas multigrado para el fortalecimiento del aprendizaje en estudiantes de escuelas unidocentes rurales de la provincia de Bolívar

María Mercedes  Chimbo Rochina; Diana Catalina  Ayala Gavilanes

doi:10.70577/asce.v5i1.698

Autores/as

María Mercedes Chimbo Rochina Universidad Estatal de Bolívar https://orcid.org/0009-0008-2339-0706
Diana Catalina Ayala Gavilanes Universidad Estatal de Bolívar https://orcid.org/0000-0001-6110-2797

DOI:

https://doi.org/10.70577/asce.v5i1.698

Palabras clave:

Educación Multigrado, Escuelas Unidocentes, Estrategias Pedagógicas, Aprendizaje Cooperativo, Tutoría Entre Pares, Educación Rural

Resumen

El presente estudio analiza el impacto de la implementación de estrategias pedagógicas multigrado en el fortalecimiento del aprendizaje de estudiantes de una escuela unidocente rural en la provincia de Bolívar, Ecuador. Se empleó un diseño cuasi-experimental con mediciones pretest-postest en una muestra intencional de 10 estudiantes de educación básica (grados 2.º a 7.º) que asisten a un aula multigrado. La intervención, implementada durante 12 semanas, incluyó aprendizaje cooperativo, tutoría entre pares, planificación diferenciada y recursos didácticos contextualizados. Los datos cuantitativos se analizaron mediante estadística descriptiva y la prueba t de Student para muestras relacionadas, mientras que los datos cualitativos provenientes de observaciones estructuradas y entrevistas semiestructuradas se sometieron a análisis de contenido. Los resultados evidenciaron una mejora estadísticamente significativa en el rendimiento académico (t = 4.82, p < .001, d de Cohen = 1.52), con un incremento promedio de 2.3 puntos en las calificaciones. Cualitativamente, se observó mayor participación activa, motivación y desarrollo de competencias socioemocionales. Se concluye que las estrategias multigrado, fundamentadas en los principios de la zona de desarrollo próximo de Vygotsky y el aprendizaje significativo de Ausubel, constituyen una alternativa pedagógica viable para reducir las brechas educativas en contextos rurales.

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